Week 32: Changes in Practice and Future Plans

Week 32: Changes in Practice and Future Plans

I have learnt an incredible amount through my involvement in Mindlab. It has truly been a journey of discovery. 

Using Rolfe's Model of Reflection (Rolfe et al., 2001) and the Cycle of Experiential Learning (Osterman and Kottkamp, 2015), I will critically reflect on a key change in my professional practice. This key change is related to being 'responsive' which is one of the themes from the Hack education research. 

Step 1 (What): 

Pre-Mindlab, I was exploring student agency, had begun to use iPads in my new entrant classroom, started a professional blog, completed some learning inquiries and was leading a team of teachers. I also had many questions and wonderings about the things I was doing, how effective I was and where to next. 

Step 2 (Now what):

Problem identification

My problem was I thought there could be a better, more effective way to do the things I was doing but I didn't know what or how. 

My students were using digital devices but were they using them as effective tools for learning. My professional blog read a bit like a 'Dear Diary', my leadership seemed to lack real substance, and I was looking for ways to accelerate my students' learning.

Observation and Analysis

My learning through Mindlab, particularly in the following areas:

Digital

• 21st Century Skills
• Collaborative, Constructionist and Constructivist Learning
• Agency
• Inquiry Learning 

Leadership

• Research Informed Leadership
• Leadership Theories, Styles and Attributes
• Teacher Inquiry into Student Learning

Research and Community Informed Practice 
Applied Practice in Context

• Reflective Practice
• Community of Practice
• Influence of Law and Ethics
• Indigenous Knowledge and Cultural Responsiveness

have taught me many important skills and given me a wealth of knowledge. 

Stage 3: Abstract re conceptualization
The new skills and knowledge I have developed have enabled me to become a more responsive practitioner as I now have a strong foundation of understanding which underpins my thinking and actions.

Stage 4: Active experimentation

• My new understanding of leadership theories mean I can adapt my leadership to suit the purpose and people I am leading. I can effectively respond to a range of situations.
• My new understanding of reflection and inquiry mean I can respond to current research in ways that will positively impact the learning of my students and impact my own learning.
• My new understandings of ways to use digital devices as tools for learning, my knowledge around a range of digital technologies, and my new learning about 21st century skills/learning means I am able to respond effectively to the needs of my 21st century students.

Step 3 (What next): 
I intend to continue my learning journey. Continuing my reflective practices and keeping up-to-date with current educational research is my aim. 
I would like to further explore the use of digital devices for learning in New Entrant classrooms and continue to work on effective leadership.

References

Osterman, K. F., & Kottkamp, R. B. (2015). Reflective practice for educators : professional development to improve student learning.(2nd ed.) New York: Skyhorse Publishing.

Rolfe, G., Freshwater, D., Jasper, M. (2001) Critical Reflection Model. Retrieved from: https://my.cumbria.ac.uk/media/MyCumbria/Documents/ReflectiveModelRolfe.pdf

Week 31: Indigenous knowledge and cultural responsiveness

Week 31: Indigenous knowledge and cultural responsiveness

Step 1(What): My understanding of indigenous knowledge and cultural responsiveness is very much as defined by Gay (2001, p.106 ) “using the cultural characteristics, experiences and perspectives as conduits for effective teaching”.  However my teaching does not always reflect my understanding. When I view my teaching through the lens of the Action continuum (below), I think it is mostly in the purple range because I do not hold deficit views of non-white learners and actively try to avoid tokenism. I have some understanding of language and cultural content but these are not embedded in my practice and my actions and expectations are often influenced by Whitestream thinking. My actions around cultural responsiveness are growing and I can see that I am but moving towards the green zone as I learn more, try more, and experience more.  

Step 2 (So what): The five elements discussed by Gay (2001) which include knowledge about cultural diversity, culturally integrated content in the curriculum, development of the learning community, the ability to communicate with culturally diverse students and culturally responsive delivery of instruction, are clear indicators of cultural responsiveness. In my practice the elements I have strengths in are communicating with culturally diverse students and development of the learning community. My focus for learning is firmly based in student agency and building and sustaining relationships with my students and their whanau is a key aspect of our learning. 

As I learn more about student agency and get to know my students better I'm finding my delivery of instruction is more culturally responsive. However in regards to knowledge about cultural diversity and ensuring culturally integrated content in the curriculum I do not do as well and know I need to work in these areas. 

Step 3 (now what): I was challenged by Milne’s presentation (CORE Education, 2017). Aspects that particularly challenged me were:

I was also very challenged by a statement a young woman made in Milne's presentation (CORE Education, 2017) when she said, "Where am I in this picture?" in regards to her inability to see herself in the curriculum her teachers were delivering. 

The question for me is 'Where are my students?  - Do they see themselves reflected in our curriculum? In our class environment? In our lessons? In our values? In all aspects of our school?

I was encouraged by Bishop in Edtalks (2012) when he talked about...

References:

Edtalks.(2012, September 23). A culturally responsive pedagogy of relations. [video file].Retrieved from https://vimeo.com/49992994

Gay,G. (2002). Preparing for culturally responsive teaching. Journal of Teacher Education, 53(2),106-116.

Milne, B.A. (2013). Colouring in the white spaces: Reclaiming cultural identity in whitestream schools. (Doctoral Thesis, University of Waikato, Hamilton, New Zealand). Retrieved from http://hdl.handle.net/10289/7868

Rolfe, G., Freshwater, D., Jasper, M. (2001) Critical Reflection Model. Retrieved from: https://my.cumbria.ac.uk/media/MyCumbria/Documents/ReflectiveModelRolfe.pdf

Week 30: Trends

Week 30: Trends Shaping Education Reflection - using Gibbs' (1988) Reflective Cycle

Step 1 (What): Reading the OECD (2016) report about the trends influencing education was interesting. I was particularly drawn to aspects of Family Matters as I wonder if I am seeing the influence of this trend in my new entrant classroom - children lacking resilience, a noticeable increase in low oral language and increasing numbers of children with emotional and social issues.

Step 2 (So what):
With the dominant family model changing so radically in the 21st century, the family structures of the children in our classrooms have changed. Rising divorce rates and declining marriage rates are resulting in more blended and single parent families. Research has shown that this change in family structure can have a negative impact on children. Anderson (2014) gives an overview of some possible impacts, which include, children losing time with each parent, children losing economic security, children losing emotional security and children losing cognitive or academic stimulation. The disruption which these children are experiencing in their family life must surely impact their school lives.
A report from the Australian Early Development Census (2015) stated that one in five (22%) children who enter school is Australia is "developmentally vulnerable in one or more areas, including emotional maturity, communication and cognitive skills (such as memory)."
Over the last 3 or 4 years I have definitely noticed a marked increase in the number of five year olds who come into my classroom with communication and cognitive delays and issues around social and emotional behaviour. I have wondered if some of this can be attributed to a change in family structures and circumstances and the impact it has on children.

Step 3 (Now what): 

The OECD (2016) report discusses "the importance of social background in shaping achievement" (p.20) and mentions that quality education is one way to address inequalities. While I agree with this statement I also think it will take more than quality education to address some of the complex needs our children have. While the school is able to support and encourage social and emotional learning and promote the skills needed for 21st century life  it can not do it alone. What is also needed is action from the government and a range of other providers to have the conversations needed to make a difference for all of our children.

References:
Anderson, J. (2014). Impact of family structure on the health of children: Effects of divorce. The Linacare Quarterly. November, 2014; 81(4): 378–387. Retrieved from https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4240051/

Australian Early Development Census, (2015). Retrieved from http://www.aedc.gov.au/resources/detail/2015-aedc-national-report.

OECD. (2016) Trends Shaping Education 2016, OECD Publishing, Paris. DOI: http://dx.doi.org/10.1787/trends_edu-2016-en

Rolfe, G., Freshwater, D., Jasper, M. (2001) Critical Reflection Model. Retrieved from: https://my.cumbria.ac.uk/media/MyCumbria/Documents/ReflectiveModelRolfe.pdf

Using social online networks in teaching or professional development

Week 29: Using social online networks in teaching or professional development

My social media use in my classroom is very limited. I only use Seesaw, an online learning journal.

And, my Seesaw use could be termed as very basic with my use of Seesaw limited to sending parents snippets (video clips, photos) of what their children have been doing in the day.

If I had been asked, previous to this week, about my reasons for my limited classroom use of social media I would have said it is because I'm a New Entrant/Year 1 teacher and my young children do not have the capabilities to use social media as a learning tool. However, after reading some of the blog posts regarding this topic and from the TED ED video 'Using Social Media in the Classroom' by Karen Cassidy, I have decided I need to re-evaluate my thinking around using social media for learning in my classroom.

Karen Cassidy's use of social media in her class of six and seven year olds is inspiring. The point she made about today's children having grown up with the internet and with access to digital tools at home and therefore the necessity for digital tools to be a part of classroom learning resonates with me. Not using digital tools in the classroom could seem as if there was a disconnect between school life and home life which may not be conducive to learning. 

I also liked her use of blogs for her students as a way to record and show their learning and receive feedback from others and her use of Twitter as a way for her students to connect with other classrooms and learn from them. Study.com (n.d) talks about social learning theory and how students learn more effectively when they learn from each other. They also say, "social media platforms can help to increase communication skills and provide a 'back door' for shy learners. While many students struggle with speaking in front of their classmates, they may feel more comfortable 'speaking' on social media. This provides an outlet for students who are too intimidated to raise their hands in class. Furthermore, social media relies on the written word, making it an excellent means of improving writing skills" (pg.1).
Sharples et al (2016) also support the use of social media as a learning platform when they discuss how social media can "support creativity, collaboration, communication and sharing of resources" (p.12).
I can see the benefits of using a social media platform in my classroom as a means for my students to connect with others, deepen their learning and improve their literacy and communication skills. However, I also see there are challenges to using social media in the classroom. These challenges include websites with inaccurate information, inappropriate audience comments, unsuitable audience, and general issues around cyber safety.

I think the challenges of using social media in the classroom can be addressed through websites for teachers such as the Education Council website 'What is social media?' (NZ Education Council, n.d.) and information booklets such as 'DIGITAL TECHNOLOGY Safe and responsible use in schools' ( Ministry of Education, 2015).

Useful link Twenty amazing ways for teachers to use social media in the classroom

References:

Ministry of Education. (2015).Ministry of Education. (2015).DIGITAL TECHNOLOGY Safe and responsible use in schools. Wellington: New Zealand: Author. Retrieved from https://www.education.govt.nz/assets/Documents/School/Managing-and-supporting-students/DigitalTechnologySafeAndResponsibleUseInSchs.pdf

NZ Education Council. (n.d.). What is social media . Retrieved from http://teachersandsocialmedia.co.nz/what-social-me...

Rolfe, G., Freshwater, D., Jasper, M. (2001) Critical Reflection Model. Retrieved from: https://my.cumbria.ac.uk/media/MyCumbria/Documents/ReflectiveModelRolfe.pdf

Study.com. (n.d). Using Social Media in the Classroom. Retrieved from https://study.com/academy/lesson/using-social-media-in-the-classroom.html

Law & Ethics in Practice

Week 28 - Mindlab reflection: Law & Ethics in Practice

My post this week analyses an ethical dilemma in my teaching practice. To analyse this dilemma I have used Rolfe's (2001) model of reflection and Erlich et. al's. (2011) ethical decision making model.

Step 1 (What): While viewing the school's Facebook page I notice a number of pictures of groups of children involved in a whole school activity day. In many of the pictures I see a child from my class whose parents have expressly asked the school that their child's picture not be posted on any school social media platform - including Facebook and Seesaw. I was not the teacher that posted the pictures.

Step 2 (So what): 

Using Erlich et.al. (2011) ethical decision making model, I was able to see a need to consider  professional ethics and legal issues/policies in this dilemma. Consideration of professional ethics led me to search what the education code regarding my professional responsibility had to say. 
My professional responsibility is to

• demonstrate a high standard of professional behaviour and integrity
• engage in professional, respectful and collaborative relationships with colleagues
• promote the wellbeing of learners and protect them from harm
• engage in relationships with families and whānau that are professional and respectful

My understanding of the education code means I am unable to ignore the fact I know the child's pictures are on Facebook and need to make some choices as to what to do about it because...

• I have a responsibility to the child to ensure she is protected from harm and as I have no knowledge of the reasons why the parents of the child do not want her picture on social media, I have to consider there may be issues around her safety. 
• It is my role to behave with professionalism and integrity - I know I have to speak to the person who posted the pictures but should I inform the parents?
• Her parents finding out their child's picture is on Facebook may cause a breach in our professional relationship. The parents may feel I have not respected their wishes and there may be future trust issues. 
• In a professional and respectful way I need to inform my colleague that something will need to be done about the pictures and work out a way to ensure future pictures are not posted on Facebook.

Step 3 (Now what):

 To address the dilemma, I could...

• ensure policies and procedures around posting children's images on social media are current and all staff are clear about them.
• ensure staff know which children do not have permission for their images to be posted and where to find this information if they are unsure.
• speak to the person who posted the pictures and ask that they be removed.
• speak to the parents, alerting them to what has happened and informing them of the steps that have been taken to remedy the situation and ensure it doesn't happen again.

REFERENCES

Education Council. (2017). Our Code Our Standards. Retrieved 11th March, 2018 from: https://educationcouncil.org.nz/sites/default/files/Our%20Code%20Our%20Standards%20web%20booklet%20FINAL.pdf

Ehrich, L. C. , Kimber M., Millwater, J. & Cranston, N. (2011). Ethical dilemmas: a model to understand teacher practice, Teachers and Teaching: theory and practice, 17:2, 173-185, DOI: 10.1080/13540602.2011.539794

Rolfe, G., Freshwater, D., Jasper, M. (2001) Critical Reflection Model. Retrieved from: https://my.cumbria.ac.uk/media/MyCumbria/Documents/ReflectiveModelRolfe.pdf

Contribution of teacher inquiry topics to my communities of practice

Week 19: Contribution of teacher inquiry topics to my communities of practice

My two possible teacher inquiry topics:

1.  How can we effectively use our class iPads as a tool to support personalising learning in our junior classrooms?

2.  How can we use the digital technology we have to promote and support whanau engagement?

Both the inquiry topics above come out of my desire to see my students achieve to their fullest potential. I believe that personalising learning and strong whanau engagement are keys to student success.

In regards to my first topic, looking at my current use of my iPads in my classroom, using the SAMR model (see below), I am generally using my iPads as a substitution or augmentation. They are being used to enhance but not transform the learning of my students. To some extent I am using the iPads as tools to personalise the learning of my students in regards to different app choices for different ability levels but this is a very shallow form of personalising learning and not the "deep personalising learning"  (Ministry of Education, 2012) I am aiming for.

My second topic relates in many ways to my first in regards to fostering student achievement. At present we have a number of ways we try to engage our whanau, but not all whanau, for a range of reasonable reasons are able to engage in the ways we currently provide. An inquiry that seeks to find out what else we can do or what we can do better will be beneficial for our students, our whanau and our school.

Using Wegner's model I have identified communities of practice which would support both of these inquiries. My first community of practice would be my syndicate team because we are, as Wenger, McDermott and Snyder (2002, p.4) state, a group "of people who share a concern, a set of problems, or a passion about a topic, and who deepen their knowledge and expertise in this area by interaction on an ongoing basis". We have frequently discussed the need to improve both the use of digital devices in our classrooms and the way we engage with whanau.
The second community of practice could be my students. If my aim is to personalise learning in my classroom then it most certainly needs to be an inquiry that involves my students. Future-focused learning includes both the teacher and the students building knowledge together (Ministry of Education, 2012).
Both inquiry questions also contribute to and link strongly to my current communities of practice, with our school and CoL focus being around raising student achievement and my Mindlab community of practice being related to digital and collaborative practice.

I'm looking forward to giving both of these inquiries a go. Exciting times ahead!

References:

Ministry of Education.(2012). Supporting future-oriented learning and teaching: A New Zealand perspective. Retrieved from https://www.educationcounts.govt.nz/publications/schooling/109306

Wenger, E.(2000). Communities of practice and social learning systems. Organization,7(2), 225-246.

Wenger, E., McDermott, R. A., & Snyder, W. (2002). Cultivating communities of practice: A guide to managing knowledge. Harvard Business Press.

A Change in My Practice Towards Future-oriented Learning and Teaching

Week 18: A Change in My Practice Towards Future-oriented Learning and Teaching

Theme 3: Personalising learning

Theme 4: Changing the script: Rethinking learners and teachers roles

Over the past years I have been introduced to terms such as learner-centred, student advocacy, student voice, learner-driven. I have heard these terms used at PLC’s, QLC’s, PLD’s, and in MLE’s.  I heard it in conversations with colleagues and seen examples of the many interpretations of it on many classroom walls …and I have felt gladdened and very challenged by it.

In my quest to ensure the learning of my new entrant students is learner-driven I have tried a range of different approaches – Daily Five, student goals, annotated writing exemplars on the walls, math stage posters on walls, modelling books, math stages broken down into fine-grained progressions, WALTs, student created success criteria, asking questions designed to support student self-regulation, thumbs up, down, sideways, models of what ‘good’ looks like, student inquiries, and play-based learning - all with various degrees of success but all with little understanding of ‘why’ and a complete lack of understanding regarding ‘how’ to make this happen in my new entrant classroom.

Being involved in Mindlab has been like finding that pivotal jigsaw puzzle piece which helps the picture make more sense. My journey of change in my classroom began with my introduction to 21st^t Century Learning, particularly the ITL learning rubrics ( ITL Research, 2012). I started to see the links between the thinking behind the ‘buzz words’ (student advocacy, learner-centred, etc) and the need for my students, regardless of their young age, to be developing the skills and understandings they need for their future success in a world we can’t yet imagine.

In our classroom collaboration is beginning to look like collaboration not simply cooperation and I am starting to look more deeply at all aspects of my teaching practice for example:

·       Working from a student’s strengths rather than filling gaps or overly focussing on needs.
·       Inquiry rather than prescriptive content driven units of learning.
·       Co-construction as opposed to teacher constructed.
·       Student advocacy/voice is more than goal charts on the wall and reflective questions asked       at the end of learning just because they are required to be asked.
·       Ipads are beginning to look like tools for learning rather than a replacement for a piece of           paper, a book, a game or another activity on the task board.

With the learning I am doing in Mindlab, lots of talking with my students about their learning and thinking, and through reading research literature such as the “Supporting future-oriented learning and teaching: A New Zealand perspective (Ministry of Education, 2012)”, I am slowly developing new understandings about what it means to be a teacher in the 21st^t Century.

I still have a long way to go.

My challenge is, as stated in Ministry of Education (2012, p. 42),

“to move past seeing learning in terms of being "student-centred" or "teacher-driven", and instead to think about how learners and teachers would work together in a "knowledge-building" learning environment. This is not about teachers ceding all the power and responsibility to students, or students and teachers being "equal" as learners. Rather, it is about structuring roles and relationships in ways that draw on the strengths and knowledge of each in order to best support learning.”

References:

ITL Research. (2012). 21CLD Learning Activity Rubrics. Retrieved from https://education.microsoft.com/GetTrained/ITL-Research

Ministry of Education.(2012). Supporting future-oriented learning and teaching: A New Zealand perspective. Retrieved from https://www.educationcounts.govt.nz/publications/schooling/109306